School Factors as Correlates of Students’ Achievement in...

School Factors as Correlates of Students’ Achievement in Chemistry

Aderonke Margaret Oginni1, Victoria Yetunde Awobodu

2,

Michael Olusegun Alaka3, Sakibu Olajide Saibu

4

Department of Integrated Science, School of Science,

Adeniran Ogunsanya College of Education, Otto/Ijanikin, Lagos, Nigeria

Abstract

There is abundant research evidence to support the

view that when Chemistry is taught in an enabling

environment, a lot of enjoyable learning takes place. But

in reality this is not always so, the implication is that

students' achievement in this subject still continue to

dwindle. This study therefore aimed at finding the extent

to which school factors predict senior secondary school

students' achievement in Chemistry. Ex-post facto

research type with a survey design was adopted for the

study. The sample used consisted of senior secondary

school Chemistry students and teachers drawn from fifty

seven (57) local governments and development areas of

Lagos state. Instruments were developed and validated

for the study. Three research questions were raised and

answered in the study. Pearson Product Moment

Correlation and Multiple Regression Statistics were

used to analyze data collected. Findings from the study

showed that as the conditions accrued to school factors

improve, the performance of students in chemistry

improves. Recommendations were made based on these

findings.

1. Introduction

Science and technology have long been recognized

as instruments par excellence for nation building and

every country today craves for development

[14],[30],[6]. Nigeria, like the other nations in the world

depends on what Science, Technology and Mathematics

could offer for her national development [24],[31],[21].

Her national objectives, as stated in the National Policy

on Education [20], are geared towards self realization,

better human relationship, individual and national unity

as well as towards social, cultural, economic, political,

scientific and technological growth. To accomplish

these objectives, it is stated in section 10 of the Policy

that Federal and State Governments shall maintain and

adequately fund the Inspectorate and Education

Planning Department of their ministries of education.

Indeed, the relevance of science to national goals,

aspirations and economy dictates, to a large extent, the

huge commitment and support which most nations make

and give to science and technological development [8].

Within the context of science, Chemistry which is a

branch of pure science is introduced into the curriculum

content of secondary schools because of its educational

value, relevance to the need of the individual learner and

society as a whole [9]. Chemistry is a human endeavour

that relies on basic qualities like activity, weight,

recording and skills [56]. Chemistry is commonly

viewed as the “Central Science” as mastery of its

concepts regarding the structure of matter is prerequisite

to further study in all sciences. In essence, chemistry

performs the function of gate keeper for the future study

of both pure and applied science, Medicine, Pharmacy,

Engineering, Agricultural and all other professions at

the secondary school level. In another dimension, there

are consistent reports in literature as regards students’

performance in science in senior secondary school in

Nigeria [36],[32],[45].

Also, many new curriculum projects such as

Chemistry study, Elementary Science Study (ELSS) and

Science Curriculum Improvement Study (SCIS) were

developed and accomplished through the close

collaboration of teachers and scientists, aimed at

revamping the quality of science education and

supporting students’ science learning with good

curriculum materials with a high level of science content

and disciplinary knowledge [27]. Therefore to remain

relevant in the society around us and also to be part of

the development of new technologies, science students

should be competent at mastering the necessary

concepts and skills and they should be able to translate

them to everyday living.

Despite the introduction of new curricula, Shinho

and Oginni believes that that general level of

performance of students in the subject is still not good

enough [27],[7]. It is on this premise that the present

study is based and some school factors considered to be

militating against students' performance were

investigated. The selected factors therefore include

school location, school type, laboratory adequacy and

frequency of practical classes.

2. School Location and Students’

Achievement in Chemistry

There is a consensus among psychologists and

educationist that a child’s environment can exert

considerable influence on his or her intellectual

development [46]. Based on past studies, it is believed

that there is need to determine the efficacy of school

location on student’s learning outcomes in Chemistry.

Many authors have explained the importance of school

factors in the achievement of students particularly in

science [34],[41],[25],[17]. In the same vein, Ndukwu

and Odinko noted that schools located in urban areas are

better positioned to attract more quality students and

International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 3 Issue 3, 2013

Copyright © 2013, Infonomics Society 1516

teachers who exhibit the readiness to take academic

business seriously [38][39]. Also, Capron and Duyne

and Adelabu suggested in their separate studies on

school location that an enriched environment could

result in better performance of students [15],[35].

Furthermore, research work of Orji indicated that the

environment in which a school is located, in fact, brings

about different responses and behaviors from learners

[42].

Studies have shown, for instance, that location of a

school can affect performance in Biology and at least by

deduction, should affect performance in chemistry,

mathematics or other science subjects [23]. The surprise

however, is that unlike previous studies which suggest

that the effect of location is in favour of urban students,

the result in Okonkwo’s study suggests the opposite

[46]. This might suggest according to him, that the

effect of location might not be absolute. It was therefore

part of the thrust of this study to investigate the

influence of school location among other factors on

students’ achievement in chemistry.

2.1. School Types and Students' Achievement in

Chemistry

Also, the debate on whether private schools should

be allowed to thrive or be abolished is always on.

Solarin in his article titled, “Educational Apartheid in

Nigeria” called on the federal government to ban the

existence of Army children schools, voluntary agency

schools, private schools and federal government

colleges [52]. Very close to this view, Kobune sees the

recent clampdown on private schools in Lagos as a

welcome idea. She believes that mopping out schools

delivering a watered-down education after parents paid

so much for the education of their children is a good

idea [12].

Okonkwo found that children who attended private

primary schools generally came into secondary schools

more ‘ready’ for junior secondary school mathematics

than did their public school counterparts [46]. Also,

Okonkwo in his study concluded that some 10 percent

(10%) of variance in the subjects’ mathematics scores is

uniquely accounted for by the type of school, after the

location effect had been statistically controlled for. The

notion that pupils in private primary schools are better

academic achievers’ than their counterparts in public

primary schools is dependent on the assumption that

private schools are adequately equipped with human and

material resources and that those resources are

channeled towards a purposeful educational objectives

authoritatively.

2.2. Laboratory Adequacy and Students’

Achievement in Chemistry

The place of laboratory in science teaching is not a

neglected issue [28]. Several studies of the social

interactions within which lessons in the laboratory are

constituted also exist [51].

Wong and Fraser found significant association

between the nature of the chemistry laboratory

classroom environment and the students’ learning

outcomes [57]. Tai, Sadler and Loehr uncovered several

interesting high school pedagogical experiences that

appeared to be linked with varying laboratories for

understanding associated with higher students grade

[58]. Whereas over emphasis on laboratory procedure in

high school chemistry was associated with lower grades

in College. These results suggested that high school

teachers pedagogical choice may have a link to future

students performance.

Tai, Sadler and Lochr also affirmed that students

reporting more instances of repeating laboratory to

enhance their understanding earned higher chemistry

grades than their peers who reported few or no instances

of repeating laboratory for understanding [58]. They

emphasized therefore that laboratory work holds greater

promise in helping to prepare students for higher level

studies.

Researchers like Nwosu and Bassey reported

inadequate resources materials in science teaching [4],

[6]. They further stated that where there are little

resources at all, they are not usually in good condition

while the few ones that are in good condition are not

enough to go round those who need them. This poses a

great challenge to government on the need to raise the

funding needs of schools where science subjects such as

chemistry are being offered. This is because where the

materials are not available in large quantities to meet the

demand, effective teaching and learning of science,

especially chemistry which is the queen of the sciences

becomes very difficult [13], [44]. In this case, only but

the highest creative, resourceful, committed and

dedicated teachers can resort to improvisation of scarce

resources. Effiong–Edem in his study concluded that to

avoid the prospect of a possible negative background,

there should be provision of adequate laboratory and

equipment, this study therefore probed more into this

[37].

2.3. Practical classes and students' achievement

Frequency of practical classes is also an important

school factor since scientific process skills such as

observation and prediction involves “doing” and doing

means practical activity. It is assumed that frequent use

of laboratory for practical lessons by the teacher can

translate chemical knowledge to the understanding of

scientific facts, laws and theories. Students Acquisition

of Practical skills with reasonable accuracy in laboratory

based teaching in the heart of experimental subjects like

Chemistry, Nwosu and Jimoh both oriented out that the

use of laboratory activities outweighs other methods of

science teaching. This is to show that the efficacy of

frequency of practical teaching to unravel the mystery

behind perception of Chemistry concepts is not in doubt

[4], [10].

Salt observed that the “talk and chalk” method hardly

increased students’ enthusiasm and interest. It is



observed that students “develop conceptual

understanding through engagement in hands-on-

activity” [50][1]. Being a major tenet of Piagetian

constructivism, it assumes that learners are exposed to a

variety of hands-on-experiences where they understand

what they do and are able to construct new level of

understanding. It demands active involvement of

learners to reflect on their learning, make inferences and

to experience conflict. When this happens, learners

become aware of their own cognitive process a situation

which Garner refers as metacognition [43].

Furthermore, students’ reactions to practical work

often confirm the view of critics in that students find

that laboratory classes are boring and that they go

through the motions of experimentation without

stimulation and often without any clear purpose. But,

because research has not been comprehensive, we

simply do not know enough about the effects of

laboratory instruction upon student learning [23].

Gallargher concluded that laboratory work is an

accepted part of science instruction [29]. The extent to

which laboratory activities affect the achievement of

students in chemistry in particular and science in general

is therefore part of the purpose of this study.

2.4. Statement of the Problem

The fact that students’ performance in Chemistry

and in the sciences at the secondary school level is low

is no longer news. Several researchers have reported the

downward trend in the performance of Nigeria students

in science and chemistry in particular. Oloruntegbe and

Orifa affirmed this that not only the results of students

in chemistry getting worse but also the recipients are

getting progressively unscientific in their thought

pattern and approach to solving problems. Several

factors have been reported responsible for this decline in

students’ performance. It is on this premise that this

study investigated the extent to which school factors

(school location, school type, laboratory adequacy and

frequency of practical classes) predict senior secondary

school students’ achievement in chemistry.

2.5. Research Questions

1. What is the composite effect of the selected school

factors (school location, school type, laboratory

adequacy and frequency of practical class) on

student’s achievement in chemistry?

2. What are the relative effects of the school factors on

students’ achievement in chemistry?

3. Which of the school factors would predict students’

achievement in chemistry?

3. Methodology

3.1. Research design

This study adopted the ex-post facto research type

with a survey design. The investigator only studied them

retrospectively in terms of their relationship with the

dependent variable.

3.2. Variables in the study

The variables in the study include the following

independent variables viz school location, school type,

laboratory adequacy and frequency of practical classes,

while the dependent variable is students’ achievement in

chemistry.

3.3. Population and Sample

The population of the study consisted of SS II

Chemistry students and teachers in Lagos State. All the

secondary schools in the 57 Local Government and

Development Areas of Lagos State were first stratified

into urban and peri-urban based on water supply, social

amenities, electricity, and population. Ten (10) urban

schools consisting of seven (7) public and (3) three

private schools and ten (10) peri-urban schools

consisting of seven (7) public and three (3) private were

then randomly selected for the study. All the SS II

chemistry students in the selected schools and their

teachers were used for the study.

3.4. Instrument

Questionnaires were used to test for the effect of

school factor on student’s achievement in the following

tests:

Mathematical Ability Test (MAT)

Student Practical Skills Test (SPST)

Student Mental Ability Test (SMAT)

Student Achievement Test (SAT)

3.5. Validation of MAT

MAT was validated using test-re-test method. The

correlation coefficient between the two sets of scores

was calculated using Pearson’s product moment

correlation formula to determine the reliability of the

instrument. The reliability index obtained was 0.89.

3.6. Scoring of MAT

MAT was scored by awarding a point to each

correct response made by the student and zero for wrong

ones



3.7. Validation of SPST

The SPST was tested for reliability using the test-re-

test method which yielded reliability coefficient of 0.78.

Scoring of SPST

5 marks for each sub-question in question 1; 7 marks

for (a) 9 marks for (b); 2 marks for eachf sub quesions;

2 marks for each sub question.

Validation of SAT

For SAT, reliability coefficient was computed using

Kuder-Richardson formula – 20, since all the test items

were not of equal difficulty level. The KR-20 value

obtained was 0.89, average item difficulty index,

obtained was 0.46 and the discriminating index was

0.82.

3.8. Scoring of SAT

SAT was scored by giving each to every correct

response.

3.9. Validation of S MAT

Test was administered twice with a time lag of 2

weeks. The test-re-test reliability coefficient was then

computed and found to be 0.79 using Pearson's Products

Moment Correlation formula.

3.10. Scoring of SMAT

SMAT was scored by awarding 1 mark to each

correct and zero for wrong ones. Pupils were awarded

marks based on their scores in the test. A total score was

obtained for each pupil. The pupils were then grouped

into three academic abilities viz: High, Medium and low

based on their total scores.

3.11. Procedure for Data Collection

The questionnaires were administered to both the

teachers and SS II students by the researchers and some

research assistants and they were retrieved immediately.

Mathematical Ability Test (MAT) and SMAT were first

administered on the same day while SPST was done on

another chosen day. SAT was administered last.

3.12. Method of Data Analysis

Multiple Regression Analysis was used to analyse

the data collected from both the students and teachers.

Answers were provided through this medium to the

research questions raised in the study.

4. Results and Discussion

4.1. Results

Results obtained are presented as follows:

Table 1. Summary of regression analysis on the school

factors and achievement

R R Square

(R2) Adjusted R

square Standard Error of the Estimate

0.608 0.369 0.366 1.5347

From Table 1, there is a positive multiple correlations

among the four school factors viz: school location,

school type, laboratory adequacy and frequency of

practical classes and student’s achievement in

Chemistry (R = .608). This shows that the four school

factors listed are important factors when the prediction

of students’ achievement in Chemistry is in focus. The

table also shows an adjusted R2 value of .366 which

implies that 36.6% of the total variance in student

achievement in Chemistry is due to the four school

factors. The remaining 63.4% is ascribed to other factors

not investigated in the study and errors. In order to test

the significance of the adjusted R2 value.

Table 2. Analysis of variance of regression on school factors and achievement

Source of variance Sum of squares Df Mean square F Sig.

Regression

Residual

Total

1132.930

1933.686

3066.616

4

821

825

283.232

2.55

120.254

.00*

* Significant at p <0.5

Table 2 shows that the R – value of 0.61 is

significant (F (4.821) = 120.256; p<05). Thus, the R-

value is not due to chance. With these results, there is

significant composite effect of the school factors in

students’ achievement in Chemistry

.



Table 3. Relative effect of school factors on achievement

School Factor B Std. Error Beta Ran t Sig.

(constant)

School location

School type

Laboratory Adequacy

Frequency of practical classes

43.168

-5.509

.801

-.690

1.552

1.565

.320

.601

.062

.142

.669

.059

.515

.358

1st

4th

2nd

3rd

27.578

17.237

1.33

11.182

10.926

.000

.000*

.000*

.000*

.000*

* Significant at P<.05

From table, school location made the highest

contributions to the achievement in Chemistry

(β=.669; p<.05). The second is the rank of relative

contributions is by laboratory adequacy (β = 515; p

<.05) while frequency of practical classes made the

third in the order of magnitude of contributions (β =

.385; p <.05). These three factors made contributions

which were found to be significant. Also, the table

shows that school type made the lowest contributions

to achievement in Chemistry (β = .059; p < .05) and

this is not significant.

The order of decreasing magnitude is presented

as: School location > Laboratory adequacy >

frequency of practical classes > school type.

4.2. Discussion

The study found that the four school factors taken

together correlate positively with achievement in

chemistry 36.6% was the contribution modern

achievement for achievement in chemistry, school

location, laboratory adequacy and frequency of

practical classes made significant contribution. These

findings lend credence to the concerns raised in the

senior secondary school chemistry curriculum that

factors such as school location, laboratory adequacy

(availability and adequacy of materials, equipment

and apparatus) could be difficulties in the

implementation of the chemistry curriculum. The

findings, of this study is in agreement with Ogunleye

and Odubunmi and Balogun that school location

contributed significantly to the achievement of

students in chemistry. However, study such as that of

Daramola did not find such significant contribution.

Butin’s emphasis on the educational trends in

science facilities tending towards provision of

adequate laboratory for all students provides support

for findings of this study in terms of laboratory

adequacy as having a direct effect on students’

achievement in chemistry.

Tatli and Ayas and Trundade, Fiolhai and

Almedia also affirmed that by maximizing

interactivity, laboratory practical applications render

students active thinkers instead of passive observers

and thereby construct effective and meaningful

learning process [60]. They emphasized that some

experiment that can only be performed using a

demonstration method, for reactions such as lack of

laboratories, insufficient materials and crowded

classroom. For these experiments, it is clear that

virtual laboratory can provide a valuable alternative

to traditional laboratory applications. This findings

also corroborates those of Wisconsin et al, Bajah,

Okegbile and Onwu [2], [49], [22].

The study also found that school type made no

significant relative contributions to students’

achievement in chemistry. This finding contradicts

Olude and Demircioughi and Morman who found

that there is significant relationship between school

type and feelings related chemistry and chemistry

achievement among school children [63].

5.1. Summary

This study sought to determine the extent to

which school factors could predict students'

achievement in chemistry. Three (3) research

questions were raised and answers were provided to

the questions based on the data collected through the

research instruments designed and developed for the

study.

Data were analyzed using Multiple Regression

Analysis and the findings of the study are

summarized in the list below:

The school factors correlate positively with

students' achievement in chemistry. They jointly

contribute 36.6% to the variance in students’

achievement in Chemistry.

When school factors only were considered, only

three out of the four factors made significant

relative contributions to the variance in student

achievement in Chemistry. These include

laboratory adequacy and frequency of practical

classes. School type made no significant relative

contribution in this regard.

5.2. Conclusion

From the findings, it is concluded that three out

of four independent variables could predict the

dependent variable. For student’s achievement,

school location, laboratory adequacy and frequency

of practical classes were predictors as they have

significant effects on the academic achievement of

chemistry students especially at secondary school



level. School type was found to have significant

effect on students’ achievement in chemistry. These

factors have indicated the area that need to be

addressed in order to enhance the learning outcomes

of students in chemistry. If the government and other

stakeholders in education industry could improve on

the school factors, it is very likely that students’

achievement in chemistry will improve.

5.3. Recommendations

The following recommendations are hereby made

based on the findings of the study.

Government and school authorities should

through the allocation of funds, materials and

apparatus for sciences teaching make school

laboratories more adequate for effective

implementation for Chemistry curriculum so as

to enhance the performance of students.

A range of authentic assessment such as hands

on performance tasks, constructed response

investigations and open-ended questions are

recommended.

Students should be exposed to more laboratory

applications and activities so that they can

recognize laboratory materials and equipment.

A compulsory practical examination at the JSCE

is also suggested.

It is the investigators' opinion that various

schools should find a way of helping in

generating funds for the laboratories.

Chemistry teachers too should try to improvise

materials for practical work where possible so as

to lighten the financial burden of school

administrators while the government should

improve on the funding of schools to alleviate

this problem.

Practical activities should be taught by

techniques that will generate interest in students.

It therefore follows that the students who do not

show significant interest in Chemistry are not

likely to internalize concepts learnt in this

subject and may consequently not able to apply

them in life experience.

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